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Ashley E. Franklin
Researcher at Texas Christian University
Publications - 26
Citations - 1241
Ashley E. Franklin is an academic researcher from Texas Christian University. The author has contributed to research in topics: Competence (human resources) & Nurse education. The author has an hindex of 11, co-authored 23 publications receiving 1056 citations. Previous affiliations of Ashley E. Franklin include Oregon Health & Science University.
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Journal ArticleDOI
Standards of Best Practice: Simulation Standard VI: The Debriefing Process
Sharon Decker,Mary K. Fey,Stephanie Sideras,Sandra Caballero,Leland J. Rockstraw,Teri Boese,Ashley E. Franklin,Donna Gloe,Lori Lioce,Carol R. Sando,Colleen Meakim,Jimmie C. Borum +11 more
TL;DR: In this article, the debriefing process is the most important component of a simulation-based learning experience, and debriefers should be trained to promote reflective thinking in order to integrate knowledge, skills and attitudes with pre-existing knowledge.
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Standards of Best Practice: Simulation Standard I: Terminology
Colleen Meakim,Teri Boese,Sharon Decker,Ashley E. Franklin,Donna Gloe,Lori Lioce,Carol R. Sando,Jimmie C. Borum +7 more
TL;DR: This course aims to introduce students to the concept of simulation as a natural extension of clinical practice in the context of a nursing school.
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Standards of Best Practice: Simulation Standard V: Facilitator
Teri Boese,Mary Cato,Laura Gonzalez,Amy L. Jones,Karen Kennedy,Cynthia Reese,Sharon Decker,Ashley E. Franklin,Donna Gloe,Lori Lioce,Colleen Meakim,Carol R. Sando,Jimmie C. Borum +12 more
TL;DR: In this paper, a facilitator guides and supports participants to understand and achieve the objectives of the case and their thought processes used in decision making, and engages the participants in searching for evidence-based practice solutions to foster skill development, clinical judgment, and reasoning.
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Psychometric testing on the NLN Student Satisfaction and Self-Confidence in Learning, Simulation Design Scale, and Educational Practices Questionnaire using a sample of pre-licensure novice nurses
TL;DR: This work provides robust evidence to ensure that judgments made about self-confidence after simulation, simulation design and educational practices are valid and reliable.
Journal ArticleDOI
The Evidence in Simulation-Based Learning Experiences in Nursing Education and Practice: An Umbrella Review
TL;DR: The evidence examining SBLE has relied too heavily on self-reported outcomes among learners, and Objective evidence obtained through the use of reliable and valid measurement tools used by trained and objective raters is needed.